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Adenda ao relatório de prática educativa
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Este estudo analisa a prática pedagógica em contexto de Classe de Conjunto – Orquestra de Jazz no âmbito da Prática de Ensino Supervisionada realizada no Conservatório de Música do Porto. A investigação baseia-se na observação sistemática de aulas, ensaios e contextos performativos com alunos do 3.º ciclo e do ensino secundário.
Através de uma abordagem qualitativa e reflexiva, procura-se compreender o impacto das estratégias pedagógicas do docente no desenvolvimento musical, artístico e social dos alunos. São analisadas dimensões como planeamento e organização das aulas, diferenciação pedagógica, gestão do grupo, condução musical do ensemble, feedback formativo e articulação entre ensino e performance.
O enquadramento teórico assenta na educação musical e na pedagogia reflexiva, valorizando a música como prática social e relacional. Os resultados destacam a classe de conjunto como espaço privilegiado de aprendizagem significativa e o docente como mediador entre conhecimento técnico, experiência artística e construção coletiva do saber musical.
This study examines pedagogical practice in an Ensemble Class – Jazz Orchestra within the framework of Supervised Teaching Practice at the Conservatório de Música do Porto. The research is based on systematic observation of classes, rehearsals, and performance contexts involving lower and upper secondary students. Using a qualitative and reflective approach, the study explores how teaching strategies influence students’ musical, artistic, and social development. Key dimensions include lesson planning and organization, pedagogical differentiation, ensemble leadership, formative feedback, and the relationship between educational and performative contexts. The theoretical framework draws on music education and reflective pedagogy, emphasizing music as a social and relational practice. Findings highlight ensemble classes as meaningful learning environments and stress the teacher’s role as a mediator between technical knowledge, artistic experience, and collaborative musical learning.
This study examines pedagogical practice in an Ensemble Class – Jazz Orchestra within the framework of Supervised Teaching Practice at the Conservatório de Música do Porto. The research is based on systematic observation of classes, rehearsals, and performance contexts involving lower and upper secondary students. Using a qualitative and reflective approach, the study explores how teaching strategies influence students’ musical, artistic, and social development. Key dimensions include lesson planning and organization, pedagogical differentiation, ensemble leadership, formative feedback, and the relationship between educational and performative contexts. The theoretical framework draws on music education and reflective pedagogy, emphasizing music as a social and relational practice. Findings highlight ensemble classes as meaningful learning environments and stress the teacher’s role as a mediator between technical knowledge, artistic experience, and collaborative musical learning.
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Educação musical Classe de conjunto Orquestra de jazz Prática pedagógica Observação de aulas Music education Ensemble class Jazz orchestra Pedagogical practice Classroom observation